1,720,983 research outputs found
Abilità visuo-spaziali. Alcune considerazioni teorico-metodologiche sui dati empirici presenti in letteratura. Bollettino di Psicologia applicata.
No full textThe aim of this review is to analyze theoretical and methodological issues concerning the study of visuo-spatial abilities. Through an examination of the literature on this topic, some problems connected with the measurement and the interpretation of this ability are discussed. Firstly, the review analyzes some issues related to models proposed for the identification of visuo-spatial cognitive factors. Secondly, problems concerning visuo-spatial representation and possible strategies for the solution of visuo-spatial tasks are discussed. Finally, on the ground of these analysis, some theoretical implications and methodological indications for future research and the construction of new tests are suggested
The influence of different factors on a cube comparison task performance: a knowledge structure approach.
No full textSimulus feature and subject age influencing on representational formats and solutions strategies in a mental rotation task
No full textThe aim of this work was to establish the physical features influencing the mental spatial rotation. The experiment was a computer task developed from "Cube Comparisons Test" (French, Ekstrom and Price, 1963). Subjects, 88 students in Psychology, were asked to decide if two cubes were consistent (the same) or inconsistent (different). Items differed in both degrees and axes of rotation needed to give right answers (positive or negative). Subjects' performance levels and response times to each item were computed. Results showed that: 1) item difficulty enlarges as both degree or number of axes of rotation increase, 2) perform levels are higher for males than for females and these differences are larger for more difficult items, 3) response time is slower for expected negative than for expected positive response items. Moreover, Rasch analysis indicated that some items difficulty is given by axes employed in mental rotations. Some interesting remarks on experimental data are discussed
I Test dei labirinti in ambito di ricerca clinico, evolutivo e neuropsicologico: aspetti valutativi, diagnostici e riabilitativi.
No full textLa rassegna analizza le principali ricerche condotte in ambito clinico ed evolutivo attraverso i compiti basati sulla risoluzione di labirinti. Dall'originale Test di Porteus, escogitato per la valutazione dell'intelligenza, dell'adattamento sociale e dell'impulsività, ci si focalizza sullo studio della capacità, delle strategie e del locus della pianificazione delle operazioni necessarie a percorrere correttamente un labirinto; successivamente vengono analizzate le variabili che influenzano la prestazione ai labirinti, come le abilità cognitive di base, le caratteristiche di personalità, gli stati affettivi e la motivazione dei soggetti. Per ogni tipo di compito presentato sono descritti gli obiettivi della ricerca, le caratteristiche del labirinto, le modalità di somministrazione, di registrazione e analisi dei dati, nonché i risultati ottenuti
Anticipazione verbale ed esecuzione del problema della Torre di Hanoi in soggetti di età scolare.
No full textLa rappresentazione interna dello spazio di un problema è da molti autori ritenuta un prerequisito fondamentale nella pianificazione e nel problem solving (Scholnick e Friedman, 1993). Tale rappresentazione include la definizione del problema, delle mete e dei mezzi per raggiungerle. Diversi autori, ritenendo che l’anticipazione di un piano si basi sulla capacità di rappresentazione interna di un problema, hanno ipotizzato che l’anticipazione verbale di una procedura di soluzione di una prova potrebbe facilitare la successiva esecuzione di una strategia risolutiva (Gagnè e Smith, 1962; Vygotskij, 1960). Per verificare tale ipotesi 59 bambini di età compresa tra i 9 e i 10 anni, bilanciati per sesso, sono stati sotto sottoposti alla versione classica a tre dischi della Torre di Hanoi. I soggetti sono stati assegnati a due diverse condizioni sperimentali: un gruppo ha effettuato prima una anticipazione verbale della prova e successivamente l’effettiva soluzione, mentre il gruppo di controllo ha effettuato la soluzione senza la precedente anticipazione verbale. I risultati non sembrano confermare l’ipotesi secondo cui l’anticipazione mentale della soluzione di un problema faciliti la successiva esecuzione della prova. I risultati vengono interpretati sia nei termini di un non completo sviluppo della capacità di rappresentazione astratta in senso piagetiano, sia nei termini di mancanza di una verifica immediata dall’ambiente circa la correttezza e l’efficacia delle mosse anticipate verbalmente
Children's performance in mental rotation tasks: Orientation-free features flatten the slope
No full textStudies of the development of mental rotation have yielded conflicting results, apparently because different mental rotation tasks draw on different cognitive abilities. Children may compare two stimuli at different orientations without mental rotation if the stimuli contain orientation-free features. Two groups of children (78 6-year-olds and 92 8-year-olds) participated in an experiment investigating development of the ability to mentally rotate and the ability to recognize and use orientation-free features. Children compared two stimuli, one upright and one rotated, and responded as quickly as possible indicating whether the stimuli were the same or different. The stimuli were either two panda bears or two ice-cream cones with three scoops of ice-cream of different colors. The panda bears were either identical or mirror images. The cones were either identical, mirror images, or non-mirror images. Response times increased linearly as a function of the angle of orientation when stimuli were the same and when the stimuli were mirror images. But response times were much less dependent on angle of orientation for non-mirror image stimuli. Children as young as 6 years recognized orientation-free stimulus features and responded without mentally rotating when the task permitted this strategy
Sense of community in online courses and students with disabilities: Development of a questionnaire for university students
No full textThe sense of community in online courses may contribute to the success and the satisfaction of all the students and the integration of the students with disabilities. Therefore, a valid scale to assess sense of community must be used. For this purpose, a questionnaire for the evaluation of all the dimensions of the MacMillan and Chavis (1986) sense of
community model, the main theoretical reference in the field, is being developed for use with students of university online courses. The
usefulness of such a questionnaire for the planning of interventions to
promote the feeling of being a member of a group in online courses is discussed
Effects of a social tutor on participation, sense of community and learning in online university courses
No full textRecently, Computer Supported Collaborative Learning researchers have become interested in the notion of scripting and assigning roles to students enrolled in online courses, in order to increase their engagement in collaborative activities. This study aimed to investigate whether assigning a role called social tutor to a student enrolled in an online university course can promote 1) peers’ participation in online discussions, 2) the development of a Sense of Community (SC), consisting of three factors: membership, fulfilment of needs and goal achievement and mutual influence of the individual/group, and 3) effective learning. The participants were 53 undergraduate students who enrolled in an online course, and were divided into two groups: 1) a group of 29 students with a social tutor and 2) a group of 24 students with no social tutor. The results indicate that students’ participation as well as the membership factor of SC improved only in the group that the social tutor was present. In contrast, the scores on the other two SC factors improved regardless of the presence of a social tutor. Moreover, the results show no difference between these two groups in terms of students’ grades in the final examination. The importance of a social tutor in the design of effective online university courses is discussed
The Scale of sense of Community in online courses: Results of a preliminary validation study
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